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Abstract
In a follow‐up to previous work (Schagen, 1994), results from Key Stage 1 National Curriculum tests in 1995 have been analysed using multilevel modelling. The analysis estimates the effects of different background variables, at both the pupil and school levels. Some investigation of the influence of reading attainment on mathematics test scores, over and above the effect of general mathematical attainment, was carried out. The results showed the significant effects of certain background variables, including sex, age, nursery education and ethnic background, which persisted even when controlling for Teacher Assessment levels. Mathematics tests scores were shown to be related to reading levels, even when teacher‐assessed mathematical attainment was taken into account.